Assessing the Attitudes of Dominican Primary School Teachers Toward The

International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2020, Vol. 16, Issue 2, pp. 84-96 Assessing the attitudes of Dominican primary school teachers toward the integration of ICT in the classroom Gail Rolle-Greenidge & Paul Walcott The University of the West Indies Cave Hill Campus, Barbados ABSTRACT Many teachers in developed countries have integrated the use of computers into their classrooms; however, the digital divide has limited this integration in developing countries such as those in the Caribbean. Through a combination of questionnaires and interviews, Dominican primary school teachers' attitudes toward computers; their computer-based activities; and the challenges that reduced the frequency of computer use in their classrooms; were queried. Significant differences in computer enjoyment and computer anxiety between young and mature teachers were reported. Although teachers were willing to use computers in their classrooms, challenges such as a lack of resources, limited support and insufficient training prevented more extensive use. Nevertheless, teachers were able to create tests and presentations using word processing and presentation software. This research improves the understanding of teachers’ attitudes toward technology in developing countries and recommends strategies to overcome barriers to classroom technology integration. Keywords: teachers’ attitudes, information and communication technology, digital divide, Dominican primary schools, millennials INTRODUCTION Information Communication Technology (ICT) is seen as an influential tool for educational change (Fu 2013), and educators have stressed that, if used effectively, it can create enriching, holistic learning environments that provide authentic learning experiences for teachers and students (Sang, Valcke, Braak, et al. 2010). As a result, governments worldwide have implemented measures to integrate technology into classroom instruction (Albirini 2006). For example, in an effort to develop a knowledge economy, Singapore created an ICT Master Plan that integrated ICT with curriculum change, assessment, instruction and professional development (Kozma 2008). Similarly, Finland introduced the Information Strategy for Research in Education policy in order to develop students’ information society skills, build open education and research networks and formulate educational information products and services. Researchers, however, cautioned that the successful implementation of technology depended significantly on the attitudes of the teachers (Christensen 2002; Inan & Lowther 2010; Teo 2008). It has been suggested that teachers’ attitudes toward computers determine how and if these computers will be used in the classroom. According to Yalcin, Kahraman, and Yilmaz (2011), teachers who cultivated positive attitudes utilised technological tools during instruction to make learning more thought-provoking and engaging for their students. Caribbean governments have demonstrated an interest in the implementation of ICT in education and have made substantial financial investments in the technological infrastructure of primary and secondary schools, for example the EduTech programme in Barbados (Walcott, Grant, Lorde, et al. 2011)). These learning institutions are gradually being provided with computer facilities, computer-based tools and digital learning resources. ICT integration attitudes of primary school teachers in Dominica 85 In the Commonwealth of Dominica, educationalists have debated the effectiveness of the ICT implementation at primary, secondary and tertiary institutions (Andrew & Durand 2001). Moreover, over the last decade, numerous ICT programs have been implemented and piloted in primary and secondary schools; however, ICT integration has been slow and complicated. Given that ICT integration has substantial financial outlays associated with it, it is necessary to investigate the root causes of the slow ICT diffusion in the school system. Education in Dominica has undergone several reforms including the introduction and use of ICT in primary school classrooms. The National ICT Policy (2004) highlighted two essential factors that specified the role of ICT. These were: to exploit ICT, such that students had greater control over their learning and thus develop skills at their own level and pace; and, to create a teaching force that was knowledgeable and capable of using ICT as a tool to enhance teaching and learning. Various measures to date have been undertaken to achieve these objectives, for example: 1. Each Dominican primary school has been equipped with an Educational Management Information System (EMIS) (Andrew & Durand 2001), which is used for data collection; analysis and management of student attendance and grades; and, the storage of staff bio- data; 2. In 2005, a three-year project was launched to outfit every primary school with a computer laboratory (one computer for every five students). This resulted in 80 percent of these schools being equipped with wireless Internet connections (Dominica ICT Policy for Education 2005); 3. The 2go Convertible Classmate Pilot Project was implemented by the Ministry of Education at various primary schools in Dominica in an effort to increase the technological skills of teachers and students; promote small group teaching; and, facilitate online learning activities (A.J. Durand, personal communication, September 27, 2013); and, 4. Numerous workshops on strategies to integrate ICT into the curriculum have been held periodically. Given the importance of classroom integration of ICT and the difficulties experienced with this process in Dominica, it is vital to investigate the underlying causes of these problems. According to the literature (Yalcin et al. 2011), teachers’ attitudes predict the effectiveness of the use of technological tools in the classroom. Therefore, it is essential for further studies to be conducted to investigate Dominican teachers’ attitudes toward the integration of ICT into their classrooms, identify the ways in which computers are used in their classrooms, and explore the challenges faced in the implementation of computer-based activities. A search of the existing literature revealed no published research on the attitudes of Dominican primary school teachers toward computers, or their use of computers in classrooms. Given the high implementing cost of integrating ICT into classrooms, studies such as the current research, which describe the current state of ICT integration and its effectiveness, are essential. Consequently, this research informs educators and governments about the barriers to ICT integration in primary education in developing countries like Dominica. This information can be used to inform the policies necessary to overcome this aspect of ICT integration. LITERATURE REVIEW Kutluca (2011), who defined computer attitude as a person’s overall evaluation or feeling of favour toward computer technologies and computer related activities, believed that it was directly related 86 IJEDICT _____________________________________________________________________________________ to computer use in the classroom. Furthermore, Teo (2008) noted that the attitudes of teachers toward technology and their ability to use it in the classroom, determined whether students were able to learn successfully using it. Alternatively, Afshari, Bakar, Luan, et al. (2009), elucidated that technology attributes were the other factors that influenced how a teacher felt about technology. These authors noted that teachers would be more accepting of technology if they believed that the technology satisfied Rogers (1995) Theory of Perceived Attributes, namely: (1) had a more significant advantage over current innovations (relative advantage); (2) was compatible with familiar methods and practices (compatibility); (3) was easy to use, understand and manipulate (complexity); (4) provided observable feedback (observability); and, (5) could be experimented with before actual implementation (trialability). According to Amante (2007), technology should not only be used to teach primary schools students how to use ICT, but it should also be used for their educational development. The author explained that a teacher’s ability to expand, enrich, engage and motivate students to use technology hinged on how knowledgeable and skilful the teacher was with it. In support of the importance of teachers’ knowledge and skills, Ertmer, Ottenbreit-Leftwich, Sadik, et al. (2012) suggested that if teachers were trained in the context of their institution and classrooms, together with students, there would be greater opportunities for concepts, methods and principles of technology integration to be retained. Hew and Brush (2007) also argued that inadequate technology knowledge and skills posed a challenge for teachers, in that, with only basic computer skills, teachers were unable to make effective use of the tools when attempting to create technology-enriched lessons. Kopcha (2012) reported that rigid timetables that gave teachers little time to use technology hindered its integration into the classroom. Furthermore, Fu (2013) discussed the view that a lack of computers limited what teachers were capable of doing with ICT, which in turn led to low-level ICT integration. Even if the technology were available, the lack of a plan or a long term vision of its use after it had been installed, would result in teachers finding it difficult to use it in their classrooms (Hew & Brush 2007).

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